Gamificação do projeto temático para o ensino de conceitos, análise e interpretação de dados estatísticos

Abstract

This research aims to answer the question, "How to develop gamified pedagogical strategies for teaching and learning concepts along with interpretation and analysis of statistical data in a thematic teaching project?". It aims to contribute to the search for new teaching methods which are necessary for the construction of mathematical knowledge obtained through interaction and collaboration between students. It is intended, through this research, to analyze how a teaching methodology that uses the gamification of the thematic project as a strategy, can contribute to the improvement of the teaching of statistics to students in the 7th year of Elementary School II, at a public school in Manaus. Gamification allows the use of game mechanisms in order to solve a practical problem and promote engagement on the part of students. In turn, Project-Based Learning - PBL, develops necessary skills such as: autonomy, collaboration and critical thinking amongst others. It is believed that both can contribute to the teaching of statistical concepts that are so important for decision-making. The scientific and technological advances experienced by society have contributed to the large increase in information available to the population which also increases the decision-making that we make on a daily basis. Therefore Statistics is necessary as a powerful tool for today's society. On the other hand, several studies indicate that students are completing high school and entering universities with gaps in statistical concepts. Therefore the importance of school and mathematics teachers to seek new strategies that contribute to the teaching and learning of these concepts is essential. This work presents, on a theoretical basis, the study of Lev Vygotsky regarding the theory of learning development that is supported by three pillars: that cognitive development takes place from interactions, with the use of instruments and signs, and the genetic-method- experiment used by him to analyze the cognitive development of human beings. In addition, Bender's characteristics were used regarding the study of Project-Based Learning. Data from this research was collected through observation, artifacts generated by students, notes, photos and videos. In addition, the analysis of this data was made according to Bardin's Content Analysis. The research is qualitative, applied and experimental, descriptive and explanatory, and the methodological path was carried out in three stages: development of the Ambienta Project, gamification of project activities and project application. The data collected and analyzed allowed us to observe that through this combination of methodologies it is possible to develop important skills in students such as: reflection, collaboration, use of technologies for cognitive development and communication. The results obtained show that students working collaboratively and in pairs are able to carry out activities with help and, at the end of the process, some are able to carry out the activities alone and even contribute with their colleagues in their resolution. In addition, throughout the process voluntary student participation was very engaging.